We have relevant datasets, repositories, frameworks and tools of relevance for research and technology transfer initiatives related to knowledge extraction. This section provides an overview on a selection of them and links to download or contact details.

The MdM Strategic Research Program has its own community in Zenodo for material available in this repository  as well as at the UPF e-repository  . Below a non-exhaustive list of datasets representative of the research in the Department.

As part of the promotion of the availability of resources, the creation of specific communities in Zenodo has also been promoted, at level of research communities (for instance, MIR and Educational Data Analytics) or MSc programs (for instance, the Master in Sound and Music Computing)



Back [EDUCATIONAL DATA] Teacher-led inquiry in technology-supported school communities

[EDUCATIONAL DATA] Teacher-led inquiry in technology-supported school communities

The following dataset have been used for the paper entitled "Teacher-led inquiry in technology-supported school communities".


Learning design is a field of inquiry which studies how to best support teachers as designers of Technology-Enhanced Learning (TEL) situations. Although substantial work has been done in the articulation of the learning design process, little is known about how learning designs are experienced by students and teachers, especially in the context of schools. This paper empirically examines if a teacher inquiry model, as a tool for the systematic research by teachers into their own practice, facilitates the connection between the design and data-informed reflection of TEL interventions in two school communities. High school teachers participated in a learning design professional development program supported by a web-based community platform integrating a teacher inquiry tool (TILE). A multiple case study was conducted aimed at understanding: a) current teacher practice and b) teacher involvement in inquiry cycles of design and classroom implementations with technologies. Multiple data sources were used over a one year period including field notes, focus groups transcripts, teacher interview protocols, digital artifacts, and questionnaires. Sharing teacher-led inquiries together with learning analytics was perceived as being useful for connecting teacher expectations with their objective evaluation of learning designs and this differed from their current practice. Teachers’ reflections about their designs focused on the time management of learning activities and their familiarity with the enactment and analytics tools. Results inform how technology can support teacher-led inquiry and collective reflective practice in schools.